Honors Chemistry Curriculum Map
Course Title: Chemistry
Quarter 1
Academic Year: 2014-2015
Essential Question(s) for this Quarter:
1. Can students describe the physical and chemical properties of matter?
2. Can students explain the similarities and differences for the states of matter?
Unit/Time
Frame
Properties and
States of Matter
(4.5 weeks)
Standards
C.1.1
C.1.2
C.1.3
C.1.4
C.1.5
C.1.6
C.1.7
11-12.LST.1.1
11-12.LST.1.2
11-12.LST.2.1
11-12.LST.2.2
11-12.LST.2.3
11-12.LST.3.1
11-12.LST.3.2
11-12.LST.3.3
11-12.LST.4.1
11-12.LST.4.2
11-12.LST.4.3
11-12.LST.5.1
11-12.LST.5.2
11-12.LST.6.2
Content
Classify pure substances and mixtures.
Explain the difference between chemical
and physical properties as well as
extensive and intensive properties.
Observe macroscopic indicators of
chemical changes.
Distinguish between physical and
chemical changes.
Learning Objectives
Students will describe the
nature of physical and
chemical properties and
changes of matter.
Students will compare and
contrast states of matter at
the molecular level.
Assessment
Resources
Lab –Separation
of a mixture
Awesome Science
demos
Ch. 1 Test
Properties of Matter
video
Lab – Density of
Coke
Ch. 2 Study
Guide (SG)
Ch. 2 Test
Illustrate characteristics of solids, liquids
and gases and the changes in state of
matter.
Bozeman’s
Scientific method
video
Monty Python’s
scientific method
video
Significant figures
video
Apply the law of conservation of mass to
changes.
Perform density calculations.
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
Honors Chemistry Curriculum Map
Course Title: Chemistry
Quarter 1
Academic Year: 2014-2015
Essential Question(s) for this Quarter:
1. Can students describe how the properties and arrangements of the subatomic particles contribute to the structures of atoms?
2. Can students use the periodic table to determine the numbers of electrons and protons and the configuration of electrons in an atom?
Unit/Time Frame
Atomic Structure
and the Periodic
Table
(4.5 weeks)
Standards
C.2.1
C.2.2
C.2.3
C.2.4
C.2.5
C.2.6
C.4.3
11-12.LST.1.1
11-12.LST.1.2
11-12.LST.2.1
11-12.LST.2.2
11-12.LST.2.3
11-12.LST.3.1
11-12.LST.3.2
11-12.LST.3.3
11-12.LST.4.1
11-12.LST.4.2
11-12.LST.4.3
11-12.LST.5.1
11-12.LST.5.2
11-12.LST.6.2
Content
Learning Objectives
Explain how protons, neutrons and
electrons determine an atom’s properties.
Students will describe how
the properties and
arrangements of the
subatomic particles
contribute to the structures
of atoms.
HC Ch. 3 SG
Atomic theory
Lab – Glassware
Accuracy
Nucleus
Students will describe how
the structure of the
periodic table reflects the
numbers of electrons and
protons and the
configuration of electrons
in an atom.
Lab – Flame test
Calculate the atomic number and mass
number for an isotope using a periodic
table.
Assessment
Resources
Cathode Ray Tube
Ch. 3 Test
Gold foil experiment
Write an electron configuration and
determine valence electrons of an atom
Apply the mole concept to calculate mass
or particles using molar mass and/or
Avogadro’s number.
Ch. 4-5 Test
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
Honors Chemistry Curriculum Map
Course Title: Chemistry
Quarter 2
Academic Year: 2014-2015
Essential Question(s) for this Quarter:
1. Can students describe how the configuration of electrons within an atom determines its interactions with other atoms?
2. Can students describe the attractive forces among molecules and their effect on chemical and physical properties?
Unit/Time
Frame
Standards
Content
Bonding and
Molecular
Structure
(4.5 weeks)
C.3.1 C.1.1
C.3.2 C.1.5
C.3.3 C.2.6
C.3.4
C.3.5
Explain how ionic compounds form based
on cations, anions, and the octet rule.
11-12.LST.1.1
11-12.LST.1.2
11-12.LST.2.2
11-12.LST.2.3
11-12.LST.3.1
11-12.LST.3.2
11-12.LST.3.3
11-12.LST.4.1
11-12.LST.4.3
11-12.LST.5.1
11-12.LST.5.2
Explain how covalent compounds form
based on polar, nonpolar, and
electronegativity.
Demonstrate the differences and
similarities between ionic compounds,
molecules, metallic bonds, and covalent
network solids.
Write chemical formulas and names for
ionic and covalent compounds.
Learning Objectives
Assessment
Students will describe,
compare and contrast the
characteristics of ionic,
covalent network, metallic
and polar and non-polar
molecular substances.
Naming Quiz 1,
2, 3, 4
Students will draw
structural formulas for and
name simple molecules
and write chemical
formulas for ionic
compounds given their
names and vice versa.
Covalent SG
Ionic
Compounds
Quiz
Lab – Building
molecules
Compounds Test
Resources
Ionic Vs. Covalent
Build a Molecule
Simulation
Covalent Network
Solids
Nonpolar and Polar
Molecules
Molecular shapes
simulation
Intermolecular
forces
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
Honors Chemistry Curriculum Map
Course Title: Chemistry
Quarter 2
Academic Year: 2014-2015
Essential Question(s) for this Quarter: Can students write a balanced chemical equation?
Unit/Time Frame
Reactions
(4.5 weeks)
Standards
C.4.1
C.4.2
C.4.3
C.4.5
C.4.7
C.1.1
C.1.3
C.1.5
C.1.6
C.3.3
C.3.4
11-12.LST.1.1
11-12.LST.1.2
11-12.LST.2.2
11-12.LST.2.3
11-12.LST.3.1
11-12.LST.3.2
11-12.LST.3.3
11-12.LST.4.1
11-12.LST.4.3
11-12.LST.5.1
11-12.LST.5.2
Content
Apply the mole concept to calculate mass
or particles using molar mass and/or
Avogadro’s number
Show how chemical equations are
balanced using the law of conservation of
mass and coefficients.
Perform percent composition calculations
for compounds.
Classify reactions as synthesis,
decomposition, single replacement,
double replacement, or combustion.
Learning Objectives
Assessment
Resources
Students can classify
reactions, predict products
of simple reactions and
write balanced chemical
equations
Ch. 7 SG
Balancing Equation
Simulation
Lab Percent of
Oxygen in
Sodium Chlorate
Chemical change
video
Students can use the mole
concept to determine the
number of moles and
number of atoms or
molecules in samples of
elements and compounds.
Ch. 7 Quiz over
calculations
Elephant toothpaste
demo
Ch. 8 SG from
College Board
Synthesis and
decomposition
video
Ch. 8 Test
Students can perform
calculations to determine
the composition of a
compound or mixture when
given the formula.
Whoosh bottle
demo
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
Honors Chemistry Curriculum Map
Course Title: Chemistry
Quarter 3
Academic Year: 2014-2015
Essential Question(s) for this Quarter:
1. Can students use balanced chemical equations and the mole concept to determine the quantities of reactants and products?
2. Can students describe and explain the behavior of ideal gases using the kinetic molecular theory?
3. Can students use the ideal gas equation (PV = nRT) to examine the relationship among the number of moles, volume, pressure and
temperature for ideal gases?
Unit/Time Frame
Stoichiometry
and behavior of
gases
(5.5 weeks)
Standards
C.4.4
C.4.6
C.5.1
C.5.2
C.5.3
C.1.1
C.1.3
C.1.5
C.1.6
C.3.3
C.3.4
C.4.1
C.4.2
C.4.3
C.4.5
11-12.LST.1.1
11-12.LST.1.2
11-12.LST.2.2
11-12.LST.2.3
11-12.LST.3.1
11-12.LST.3.2
11-12.LST.3.3
11-12.LST.4.1
11-12.LST.4.3
11-12.LST.5.1
11-12.LST.5.2
Content
Apply the mole concept to calculate mass
or particles using molar mass and/or
Avogadro’s number.
Show how chemical equations are
balanced using the law of conservation of
mass and coefficients.
Classify reactions as synthesis,
decomposition, single replacement,
double replacement, or combustion.
Use oxidation and reduction data to
identify the substances losing and gaining
electrons.
Illustrate the points of the kinetic
molecular theory.
Determine the volume, pressure,
temperature, and/or moles using the ideal
gas law.
Learning Objectives
Students can use a
balanced chemical
equation to calculate the
quantities of reactants
needed and products
made in a chemical
reaction.
Students can use kinetic
molecular theory and the
ideal gas law to explain
changes in gas volumes,
pressure, moles and
temperature.
Students can determine
oxidation states and
identify the substances
gaining and losing
electrons in redox
reactions.
Assessment
Resources
HC Ch. 9 SG
CCC Stoichiometry
Lab –
Determining an
Empirical
Formula
Ethanol Cannons
Ch. 9 Test
Haber-Bosch video
HC Ch. 10 SG
States simulation
Lab –
Intermolecular
forces
CCC Ideal Gas Law
HC Ch. 11 SG
Lab – Gases and
Gas Laws
Thermite demo
Limiting reactant
Boyle’s law demo
Ideal gas law demo
Hindenburg video
CCC Redox video
Ch.10-11 Test
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
Honors Chemistry Curriculum Map
Course Title: Chemistry
Quarter 3
Academic Year: 2014-2015
Essential Question(s) for this Quarter:
Can students describe the composition and characteristics of solutions qualitatively and quantitatively?
Unit/Time Frame
Solutions
(3.5 weeks)
Standards
C.7.1
C.7.2
C.7.3
C.7.4
C.7.5
C.4.1
C.1.1
C.1.3
C.1.4
C.3.3
C.3.4
C.4.2
C.4.3
C.4.4
C.4.5
11-12.LST.1.1
11-12.LST.1.2
11-12.LST.2.2
11-12.LST.2.3
11-12.LST.3.1
11-12.LST.3.2
11-12.LST.3.3
11-12.LST.4.1
11-12.LST.4.3
11-12.LST.5.1
11-12.LST.5.2
Content
Describe solutions using solute,
solvent, diluted, concentrated, and
solubility.
Calculate the concentration in molarity
for a solution.
Learning Objectives
Assessment
Students can describe the
composition and properties
of types of solutions and
explain how temperature,
pressure and polarity of
the solvent affect the
solubility of a solute.
Lab –
Chromatography
of Food Dyes
Solutions demo
Lab –
Stoichiometry
and Net Ionic
Equations
CCC Precipitates
Students can describe the
concentration of solutes in
a solution in terms of
molarity. Perform
calculations using molarity,
mass and volume.
Resources
CCC Solutions
HC Ch. 12-13
Test
Honors Chemistry Curriculum Map
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
Course Title: Chemistry
Quarter 4
Academic Year: 2014-2015
Essential Question(s) for this Quarter:
1. Can students use acid-base definitions to identify acids and bases when given their formulas and reactions?
2. Can students explain the meaning of the value indicated by the pH scale in terms of the hydrogen ion concentration?
Unit/Time Frame
Acids and Bases
(3 weeks)
Standards
C.8.1
C.8.2
C.8.3
C.8.4
C.8.5
C.1.1
C.1.3
C.1.4
C.3.3
C.3.4
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
C.7.1
C.7.3
11-12.LST.1.1
11-12.LST.1.2
11-12.LST.2.2
11-12.LST.2.3
11-12.LST.3.1
11-12.LST.3.2
11-12.LST.3.3
11-12.LST.4.1
11-12.LST.4.3
11-12.LST.5.1
11-12.LST.5.2
Content
Calculate the pH and describe
solutions as acid, base, or neutral.
Write neutralization reactions and
apply titration data to solve for an
unknown.
Learning Objectives
Assessment
Students can use Arrhenius
and Brønsted-Lowry
definitions to classify
substances as acids or
bases.
Lab – Reaction
in a Bag
CCC Acid-Base
Reactions
Ch.14-15 Study
Guide
Solutions, acids,
bases, and salts
Ch.14-15 Test
CIAB Physical
Properties
Students can describe the
characteristic properties of
acids and bases
Students can calculate the pH
and [H+]. Explain the
meaning of these values.
Students can calculate the
concentration of an unknown
solution acid-base titration
data.
Lab – Titration of
coke
Resources
Grown Ups – Pool
Indicator
Self-ionization of
water
Acids, Bases, Salts
song
Chang Titration
Simulation
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
Honors Chemistry Curriculum Map
Course Title: Chemistry
Quarter 4
Academic Year: 2014-2015
Essential Question(s) for this Quarter:
1. Can students recognize that chemical reactions result in either the release or absorption of energy?
2. Can students apply the law of conservation of energy in calculations?
Unit/Time Frame
Standards
Thermochemistry C.6.1
C.6.2
(3 weeks)
C.6.3
C.6.4
C.3.4
C.4.1
C.1.1
C.1.3
C.1.4
C.3.3
C.4.2
C.4.3
C.4.4
C.4.5
11-12.LST.1.1
11-12.LST.1.2
11-12.LST.2.2
11-12.LST.2.3
11-12.LST.3.1
11-12.LST.3.2
11-12.LST.3.3
11-12.LST.4.1
11-12.LST.4.3
11-12.LST.5.1
11-12.LST.5.2
Content
Learning Objectives
Assessment
Show how chemical equations are
balanced using the law of conservation of
mass and coefficients.
Students can distinguish
between the concepts of
temperature and heat flow in
macroscopic and microscopic
terms.
HC Ch. 16 Study
Guide
Prince Rupert’s
drop demo
Lab – Hess’s law
CCC Energy and
Chemistry
Classify reactions as synthesis,
decomposition, single replacement,
double replacement, or combustion.
Use exothermic or endothermic to explain
the heat changes during a reaction.
Calculate specific heat using q = mcT.
Students can use classify
chemical reactions and phase
changes as exothermic or
endothermic.
Students can solve problems
involving heat flow and
temperature changes by
using known values of
specific heat, phase change
constants or both.
Resources
Ch.16 Test
CCC Calorimetry
CCC Enthalpy
CCC Entropy
Exploding
Pumpkins demo
Ted ED - Why oil
and water don’t mix
Elephant
toothpaste demo
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
Honors Chemistry Curriculum Map
Course Title: Chemistry
Quarter 4
Academic Year: 2014-2015
Essential Question(s) for this Quarter:
1. Can students identify the factors that qualitatively affect solubility, reaction rates and dynamic equilibrium?
2. Can students describe the unique nature of carbon atoms’ ability to bond to one another and other elements?
Unit/Time Frame
Kinetics,
Equilibrium, and
Organic
(3 weeks)
Standards
C.7.5
C.7.6
C.9.1
C.9.2
C.1.1
C.1.3
C.1.4
C.2.9
C.3.3
C.3.4
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
11-12.LST.1.1
11-12.LST.1.2
11-12.LST.2.2
11-12.LST.2.3
11-12.LST.3.1
11-12.LST.3.2
11-12.LST.3.3
11-12.LST.4.1
11-12.LST.4.3
11-12.LST.5.1
11-12.LST.5.2
Content
Explain how reaction rates are
affected by factors such as surface
area, temperature, concentration,
and/or catalyst
Write an equilibrium expression to
calculate the equilibrium constant (K)
and apply the values to the direction of
the reaction.
Learning Objectives
Students can explain how
the rate of a reaction is
qualitatively affected by
changes in concentration,
temperature, surface area
and the use of a catalyst.
Students can calculate the
half-life of an isotope when
given appropriate
variables.
Assessment
Resources
Ch. 17-18 Quiz
Film cannisters
demo
Activation Energy
Ted Ed - How to
speed up a reaction
Reverse reaction
and dynamic
equilibrium
Perform half-life calculations.
Apply concepts of organic chemistry to
draw, name, and write formulas for
simple organic molecules.
Students can write
equilibrium expressions for
reversible reactions.
Equilibrium demo
Students can use
structural formulas to
illustrate carbon atoms’
ability to bond covalently to
one another to form many
different substances.
Polymer video
Haber video
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
Introduction to Indiana’s Academic Standards for Science – 2010
Indiana’s Academic Standards for Science were last revised in 2000. This new document, Indiana’s Academic Standards for Science – 2010, reflects the everchanging science content and the underlying premise that science education should be an inquiry-based, hands-on experience. These standards were adopted
by the Indiana State Board of Education in April, 2010, and will be implemented in the 2011-12 school year.
Indiana’s Academic Standards for Science – 2010 reflect a few significant changes that are worth noting. Primarily, there are fewer standards and each grade
level focuses on the big ideas for each of these sub-disciplines: physical science; earth science; life science; and science, technology and engineering. The
overarching organization of the standards has also changed; they are divided into two sections: Process Standards and Content Standards, which are described in
greater detail below.
Process Standards
The Process Standards are the processes and skills that students are expected to learn and be able to do within the context of the science content. The
separation of the Process Standards from the Content Standards is intentional; in doing so we want to make explicit the idea that what students are doing while
they are learning science is extremely important. The Process Standards reflect the way in which students are learning and doing science and are designed to
work in tandem with the science content, resulting in robust instructional practice.
The Process Standards are organized in the following grade bands: K-2, 3-5, 6-8. Within each grade band, the Process Standards address a particular topic or
topics. Kindergarten introduces The Nature of Science, while grades 1 through 5, reflect two parts: The Nature of Science and The Design Process. In grades 6
through 8, Reading for Literacy in Science and Writing for Literacy in Science have been added to emphasize these processes in science. For high school, the
Process Standards include Reading and Writing for Literacy in Science as well as The Nature of Science.
As noted in the previous paragraph, grades 6 through 8 and high school content courses will include Reading and Writing for Literacy in Science. It is important
to note that these Process Standards emerged with the adoption of the Common Core State Standards in the area of Reading and Writing for Literacy in Science.
The Literacy Standards establish that instruction in reading, writing, speaking, listening, and language is a shared responsibility. The Literacy Standards are
predicated on teachers in the content areas using their unique disciplinary expertise to help students meet the particular challenges of reading, writing,
speaking, listening, and language in their respective fields. It is important to note that the literacy standards are meant to complement rather than supplant
content standards in the disciplines.
Part of the motivation behind the disciplinary approach to literacy promulgated by the Literacy Standards is extensive research establishing the need for collegeand career-ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in
college and workforce training programs is informational in structure and challenging in content. Postsecondary education programs typically provide students
with both a higher volume of such reading than is generally required in K-12 schools and comparatively little scaffolding.
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
The Literacy Standards make clear that significant reading of informational texts should also take place outside ELA classrooms in order for students to be ready
for college and careers. Future assessments will apply the sum of all the reading students do in a grade, not just their reading in the ELA context. The Literacy
Standards demand that a great deal of reading should occur in all disciplines.
The Literacy Standards also cultivate the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or
imagined experience. College and career readiness requires that writing focus significantly on writing to argue and to inform or explain. The Literacy Standards
use grade level bands to present the standards. Teachers teaching at the beginning of the grade band may need to provide scaffolding for students to be
successful, where teachers teaching at the end of the grade band should expect students to demonstrate the standards independently.
Content Standards
In grades 1 through 8, the Content Standards are organized in four distinct areas: 1) physical science; 2) earth science; 3) life science; and 4) science, technology
and engineering. Kindergarten has only the first three areas: physical, earth and life science. In each of these areas there is at least one core standard, which
serves as the big idea at that grade level for that content area. For the high school science courses, the content standards are organized around the core ideas in
each particular course, which are represented by the core standard. The core standard is not meant to stand alone or be used as an individual standard, but
instead is meant to help teachers organize their instruction around the “big ideas” in that content area and for grades K-8, at that particular grade level. Beneath
each core standard are indicators which serve as the more detailed expectations within each of the content areas.
Finally, in the development of these revised science standards, careful attention was paid to how ideas are articulated across the grade levels so that content
and skills that students will need to succeed in a particular sub-discipline are introduced in an appropriate manner in the early elementary grades and then
progressed as students move towards high school.
Chemistry I
Process Standards
The Nature of Science Scientific knowledge is scientists' best explanations for the data from many investigations. Ideas about objects in the microscopic world
that we cannot directly sense are often understood in terms of concepts developed to understand objects in the macroscopic world that we can see and touch.
Student work should align with this process of science and should be guided by those principles. Students should also understand that scientific knowledge is
gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and
communicating the results of those investigations according to accepted procedures. These concepts should be woven throughout daily work.



Develop explanations based on reproducible data and observations gathered during laboratory investigations.
Recognize that their explanations must be based both on their data and other known information from investigations of others.
Clearly communicate their ideas and results of investigations verbally and in written form using tables, graphs, diagrams and photographs. Regularly
evaluate the work of their peers and in turn have their work evaluated by their peers.
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf






Apply standard techniques in laboratory investigations to measure physical quantities in appropriate units and convert quantities to other units as
necessary.
Use analogies and models (mathematical and physical) to simplify and represent systems that are difficult to understand or directly experience due to
their size, time scale or complexity. Recognize the limitations of analogies and models.
Focus on the development of explanatory models based on their observations during laboratory investigations.
Explain that the body of scientific knowledge is organized into major theories, which are derived from and supported by the results of many experiments
and allow us to make testable predictions.
Recognize that new scientific discoveries often lead to a re-evaluation of previously accepted scientific knowledge and of commonly held ideas. Describe
how scientific discoveries lead to the development of new technologies and conversely how technological advances can lead to scientific discoveries
through new experimental methods and equipment.
Explain how scientific knowledge can be used to guide decisions on environmental and social issues.
Content Standards
Standard 1: Properties and States of Matter
Core Standard - Describe the nature of physical and chemical properties and changes of matter. (C.1.1, C.1.2, C.1.3, C.1.4)
Core Standard - Compare and contrast states of matter at the molecular level. (C.1.5, C.1.6, C.1.7)
C.1.1 Based on physical properties, differentiate between pure substances and mixtures.
C.1.2 Observe and describe chemical and physical properties of different types of matter and designate them as either extensive or intensive.
C.1.3 Recognize observable indicators of chemical changes.
C.1.4 Describe physical and chemical changes at the molecular level.
C.1.5 Describe the characteristics of solids, liquids and gases and changes in state at the molecular level.
C.1.6 Explain and apply the law of conservation of mass as it applies to chemical processes.
C.1.7 Define density and distinguish among materials based on densities. Perform calculations involving density.
Standard 2: Atomic Structure and the Periodic Table
Core Standard - Describe how the properties and arrangements of the subatomic particles contribute to the structures of atoms. (C.2.1, C.2.2, C.2.7, C.2.8, C.2.9)
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
Core Standard - Describe how the structure of the periodic table reflects the numbers of electrons and protons and the configuration of electrons in an atom.
(C.2.3, C.2.4, C.2.5, C.2.6)
C.2.1 Describe how models of atomic structure changed over time based on available experimental evidence and understand the current model of atomic
structure.
C.2.2 Describe how the subatomic particles (i.e., protons, neutrons and electrons) contribute to the structure of an atom and recognize that the particles
within the nucleus are held together against the electrical repulsion of the protons.
C.2.3 Determine the number of protons, neutrons, and electrons in isotopes and in those isotopes that comprise a specific element. Relate these numbers to
atomic number and mass number.
C.2.4 Calculate the average atomic mass of an element from isotopic abundance data.
C.2.5 Write the electron configuration of an element and relate this to its position on the periodic table.
C.2.6 Use the periodic table and electron configuration to determine an element's number of valence electrons and its chemical and physical properties.
C.2.7 Compare and contrast nuclear reactions with chemical reactions.
C.2.8. Describe how fusion and fission processes transform elements present before the reaction into elements present after the reaction.
C.2.9 Understand that the radioactive decay process is random for any given atom but that this property leads to a predictable and measurable exponential
decay of a sample of radioactive material. Know how to calculate the initial amount, the fraction remaining or the half-life of a radioactive isotope when
given two of the other three variables.
Standard 3: Bonding and Molecular Structure
Core Standard - Describe how the configuration of electrons within an atom determines its interactions with other atoms. (C.3.1, C.3.2, C.3.3, C.3.4)
Core Standard - Describe the attractive forces among molecules and their effect on chemical and physical properties. (C.3.5)
C.3.1 Describe, compare and contrast the characteristics of the interactions between atoms in ionic and covalent compounds.
C.3.2 Compare and contrast how ionic and covalent compounds form.
C.3.3 Draw structural formulas for and name simple molecules.
C.3.4 Write chemical formulas for ionic compounds given their names and vice versa.
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
C.3.5 Compare and contrast ionic, covalent network, metallic and polar and non-polar molecular crystals with respect to constituent particles, strength of
bonds, melting and boiling points and conductivity; provide examples of each type.
Standard 4: Reactions and Stoichiometry
Core Standard - Use balanced chemical equations and the mole concept to determine the quantities of reactants and products.
C.4.1 Predict products of simple reactions such as synthesis, decomposition, single replacement and double replacement.
C.4.2 Balance chemical equations using the law of conservation of mass and use them to describe chemical reactions.
C.4.3 Given mass of the sample, use the mole concept to determine the number of moles and number of atoms or molecules in samples of elements and
compounds.
C.4.4 Using a balanced chemical equation, calculate the quantities of reactants needed and products made in a chemical reaction that goes to completion.
C.4.5 Describe, classify and give examples of various kinds of reactions-synthesis (i.e., combination), decomposition, single displacement, double
displacement and combustion.
C.4.6 Determine oxidation states and identify the substances gaining and losing electrons in redox reactions.
C.4.7 Perform calculations to determine the composition of a compound or mixture when given the formula.
Standard 5: Behavior of Gases
Core Standard - Using the kinetic molecular theory, describe and explain the behavior of ideal gases. (C.5.1)
Core Standard - Using the ideal gas equation of state PV = nRT, examine the relationship among the number of moles, volume, pressure and temperature for
ideal gases. (C.5.2, C.5.3)
C.5.1 Use kinetic molecular theory to explain changes in gas volumes, pressure, moles and temperature.
C.5.2 Using the ideal gas equation of state PV = nRT, calculate the change in one variable when another variable is changed and the others are held constant.
C.5.3 Given the equation for a chemical reaction involving one or more gases as reactants, products or both, calculate the volumes of gas when assuming the
reaction goes to completion and the ideal gas law holds.
Standard 6: Thermochemistry
Core Standard - Recognize that chemical reactions result in either the release or absorption of energy. (C.6.1, C.6.2, C.6.3)
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
Core Standard - Apply the law of conservation of energy. (C.6.4)
C.6.1 Explain that atoms and molecules are in constant motion and that this motion increases as thermal energy increases.
C.6.2 Distinguish between the concepts of temperature and heat flow in macroscopic and microscopic terms.
C.6.3 Classify chemical reactions and phase changes as exothermic or endothermic.
C.6.4 Solve problems involving heat flow and temperature changes by using known values of specific heat, phase change constants (i.e., latent heat values)
or both.
Standard 7: Solutions
Core Standard - Describe the composition and characteristics of solutions. (C.7.1, C.7.2, C.7.3, C.7.4)
Core Standard - Identify the factors that qualitatively affect solubility, reaction rates and dynamic equilibrium. (C.7.5, C.7.6)
C.7.1 Describe the composition and properties of types of solutions.
C.7.2 Explain how temperature, pressure and polarity of the solvent affect the solubility of a solute.
C.7.3 Describe the concentration of solutes in a solution in terms of molarity. Perform calculations using molarity, mass and volume.
C.7.4 Prepare a specific volume of a solution of a given molarity when provided with a known solute.
C.7.5 Explain how the rate of a reaction is qualitatively affected by changes in concentration, temperature, surface area and the use of a catalyst.
C.7.6 Write equilibrium expressions for reversible reactions.
Standard 8: Acids and Bases
Core Standard - Use acid-base definitions to identify acids and bases when given their formulas and reactions. (C.8.1, C.8.2, C.8.3)
Core Standard - For any aqueous solution, explain the meaning of the value indicated by the pH scale in terms of the hydrogen ion concentration. (C.8.4, C.8.5)
C.8.1 Use Arrhenius and Brønsted-Lowry definitions to classify substances as acids or bases.
C.8.2 Describe the characteristic properties of acids and bases.
C.8.3 Compare and contrast the dissociation and strength of acids and bases in solutions.
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
C.8.4 Given the hydronium (H3O + ) ion concentration in a solution, calculate the pH and vice versa. Explain the meaning of these values.
C.8.5 From acid-base titration data, calculate the concentration of an unknown solution.
Standard 9: Organic Chemistry and Biochemistry
Core Standard - Describe the unique nature of carbon atoms’ ability to bond to one another and other elements, which forms countless carbon-based
substances and macromolecules
C.9.1 Use structural formulas to illustrate carbon atoms’ ability to bond covalently to one another to form many different substances.
C.9.2 Illustrate the variety of molecular types formed by the covalent bonding of carbon atoms and describe the typical properties of these molecular types.
LITERACY IN SCIENCE AND TECHNICAL SUBJECTS Guiding Principle: Students develop discipline-specific reading and writing skills. Within the content areas of
Science and Technical Subjects, students apply these skills in order to develop a deeper understanding of the content area. There are six key areas found in
the Literacy in Science and Technical Subjects section for grades 6-12: Key Ideas and Textual Support, Structural Elements and Organization, Synthesis and
Connection of Ideas, Writing Genres, the Writing Process, and the Research Process. By demonstrating the skills listed in each section, students should be
able to meet the Learning Outcome for Literacy in Science and Technical Subjects. Note that the standards in this section are not designed for
implementation in an English/Language Arts classroom. Instead, they provide guidance to content-area teachers in grades 6-12 (e.g., History/ Social Studies
teachers, Science teachers, Career and Technical Education teachers, etc.) on expectations for integrating reading and writing skills into their classrooms. In
Literacy in Science and Technical Subjects, students are expected to do the following:
LEARNING OUTCOME S LST.1: LEARNING OUTCOME FOR LITERACY IN SCIENCE/TECHNICAL SUBJECTS Read and comprehend science and technical texts
independently and proficiently and write effectively for a variety of discipline-specific tasks, purposes, and audiences
11-12.LST.1.1: Read and comprehend science and technical texts within a range of complexity appropriate for grades 11-CCR independently and proficiently
by the end of grade 12.
11-12.LST.1.2: Write routinely over a variety of time frames for a range of discipline-specific tasks, purposes, and audiences.
11-12.LST.2.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to
any gaps or inconsistencies in the account.
11-12.LST.2.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
11-12.LST.2.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze
the specific results based on explanations in the text.
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
STRUCTURAL ELEMENTS AND ORGANIZATION LST.3: STRUCTURAL ELEMENTS AND ORGANIZATION (READING) Build understanding of science and technical
texts, using knowledge of structural organization and author’s purpose and message
11-12.LST.3.1: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 11-12 texts and topics.
11-12.LST.3.2: Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
11-12.LST.3.3: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important
issues that remain unresolved.
SYNTHESIS AND CONNECTION OF IDEAS LST.4: SYNTHESIS AND CONNECTION OF IDEAS (READING) Build understanding of science and technical texts by
synthesizing and connecting ideas and evaluating specific.
11-12.LST.4.1: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in
order to address a question or solve a problem.
11-12.LST.4.2: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
11-12.LST.4.3: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting information when possible.
WRITING GENRES LST.5: WRITING GENRES (WRITING) Write for different purposes and to specific audiences or people
11-12.LST.5.1: Write arguments focused on discipline-specific content.
11-12.LST.5.2: Write informative texts, including scientific procedures/experiments or technical processes that include precise descriptions and conclusions
drawn from data and research.
THE WRITING PROCESS LST.6: THE WRITING PROCESS (WRITING) Produce coherent and legible documents by planning, drafting, revising, editing, and
collaborating with others
11-12.LST.6.1: Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most
significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent.
11-12.LST.6.2: Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new
arguments or information.
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf
THE RESEARCH PROCESS LST.7: THE RESEARCH PROCESS (WRITING) Build knowledge about the research process and the topic under study by conducting
short or more sustained research
11-12.LST.7.1: Conduct short as well as more sustained research assignments and tasks to answer a question (including a self-generated question), test a
hypothesis, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.
11-12.LST.7.2: Gather relevant information from multiple types of authoritative sources, using advanced searches effectively; annotate sources; assess the
strengths and limitations of each source in terms of the specific task, purpose, and audience; synthesize and integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation (e.g., APA or CSE).
11-12.LST.7.3: Draw evidence from informational texts to support analysis, reflection, and research.
Use this link to see the Indiana chemistry standards: http://www.doe.in.gov/sites/default/files/standards/science/2010-Science-ChemistryI.pdf